Cultural and Global Responsiveness: Teaching International Baccalaureate History on Three Continents

• In Event: International Education Across the Years

Abstract

This autoethnography examines my personal teaching experiences teaching the International Baccalaureate (IB) social studies curricula in Asia, South America, and the United States. The purpose of this investigation is to identify how working through a post-colonial lens highlights the hegemonic narratives that create tensions. IB seniors and parents accept the curriculum because a student's success on high-stakes testing increases university opportunities. While the IB program encourages international mindedness, being culturally responsive to societies’ marginalized people becomes less important. I explore how being more culturally responsive supports IB history content that is not reductionist, does not produce a hidden curriculum that benefits the few over the many, and is more culturally responsive to marginalized peoples.

Author

• Karen F Chernoff, St. John's University